LB 

A-75 

C7L^5 


STACK  ANNEX 


0 
0 
0 

2 
3 
8 

2 
6: 
1  i 


Lang 
Comenius 


THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 

GIFT  OF 
Kate  Gordon  Moore 


O^y 


I^ 


OO 


MANVAL5 

No.  17.  _ 

^  CaMENIUS:  (g^' 

2^  His  Life  and  Principles  of 
f^  Education. 


I 

5^ 


By  OSSIAN  H.  LANG, 


Author  of  "  BASEDOW  :  His  Lira  and  Edu 


CATioNAL  Work." 


^    I  Copyright,  1S91 

;r<E- L- KELLOGG  •  O^Co 

i^NEWyoRK-  e/-  CHICAGO- 


Kellogg's    Catalogs 

For  X5eacherj,  Schoolst  and  Cultured  Homes. 

1.    Teachers'  Catalog. 

144  large  pages  elaborately  descriptive  of  books  and  requisites  for  pro- 
gressive teachers,  chiefly  our  own  publications.    2c. 

2.     New  Century  Catalog. 

Classified  descriptions  of  the  IBOO  best 
books  and  aids  for  teachers.  EmrvtUti.g 
important  and  recent  of  all  pnbUshers. 
100  pages.    2c. 

3.     Kellogg's  Entertainment 

_     .f^^,  p^^i^       M^  Catalog, 

^n  ,°",  -   ,        Is       Speakers,  Dialog  books.   Drills,  an 

«J»  &.pn«.«.-ry  R«d„«.     H    Marches,   Motion   Songs,  School  tla> 

^    Book. «  ptd>ioiy.        s    Tableaux,  Mock  Trials,  Cantatas,  Op' 
ettas.  Musical  Entertainments,  etc.,  4«  i 


TEACHE'RS' 
CATALOG 

Teachers'  Pvtodlctb, 
Supptctnenliry  ReiJlrig. 
Books  on  Pedkgocy, 
tcacben'  Ubnrlca, 

School   Ubnrlec, 

School  Stnglng  Books, 

Kla<Jen{arten  CikmIs, 

BlKk(«inl  StttKlls, 


'or 


£.  L.  KELLOGG  (31  CO, 


4.     Teachers*   Library  List. 

Selected  libraries  for  systematic  study 
and  reference,  sold  on  installments  or 
for  cash. 

TeKhen.  ^v    V    .5.    School   Library  Catalog. 

Nearlj   'CCO  of  the  bt^«t  and  most  po- 
ular  books,  at  lowf  A  possible  cost. 

6.    Popular  Classics  and 

Classic  Fiction. 

The  world's  best  books,  in  paper  cove ! 
at  marvelously  low  cost— 3c.  to  15c.  eaci 
for  home  and  school.     Excellent  for  supplementary  reading. 

7.     School  Singing  Books. 

Full  descriptions  of  all  popular  books  in 
this  field,  with  their  lowest  cost. 

8.  Brown's  Famous  Pictures. 

Fine  artistic  reproductions,  at  the  mar- 
velously low  cost  of  ic.  to  lOc.  each,  of 
of  about  2,500  portraits  of  famous  people, 
their  homes,  historical  scenes,  the  best 
representation  of  the  art  of  all  nations 
and  times.    2c. 

9.  Blackboard  Stencil   List. 

For  Blackboard  and  Slate.  Coming  into 
universal  use ;  most  helpful  in  teachinsr, 
especially  to  teachers  without  special  skill 
in  drawing. 

10.  School-Roon)  Portraits. 

Excellent  for  school-room  decoration 
and  for  teaching  by  noble  example. 

11.  General  Literature  Pop^ 
ular  and  Standard. 

History,  Biography,  Science,  Fiction,  the 
world  of  letters  generally.  The  most  com- 
plete single  collection  ever  made,  espe- 
cially of  low-priced  editions. 

AT    LOWEST    COST     ^'^  *'■*'  °""^h  *l>e  largest  publishers  and  dealers  iu 
,  .     TL  =  .    *.  ""r   special   lines  reaching,  yearly,  monthly,  and 

weekly,  thru  our  five  periodicaln.  hundreds  of  thousands  of  teachers  of  the  llnited 
Jstates.    We  are  able  to  give  our  patrons  the  lowest  obtainable  prices.    Addresii, 

E.  L  KELLOGG  &  CO.. ^Jige^SI-'' 61 E.  9th  St.,  N.Y 


Spco^ers. 
"Diaiog  "hooK*. 
Vri/tj  and  Morvh^J* 
Motion  Song  J. 
Sehoot  TIayj. 
Tableatuc. 
MocK.  Triatj. 

Operettas. 
Musical   Entertain' 
menfj.  etc. 


E-U    KE.LLOOO    Cm,    CO 

EDUCATtOVM  PUBLISHERS 
dl  EASTQTr  ST    NE-Vk*  YOWK 


COMENIUS: 


His  Life  and  Principles  of  Education. 


OSSIAN    K.   LANG, 

AUTHOR  OP   "  BASEDOW  :    HIS  LIFE  AND   EOUCATIOVAl  WOMt." 


NEW  YORK  AND  CHICAGO: 

L.   KELLOGG  &  CO. 
1891. 


Copyright,  1891, 

E,  L,  KELLOGG  &  CO. 

NEW  VORK. 
COMENIUS. 


stack 
Annex 

L6 


INTRODUCTION.    Cll^? 


The  greatest  and  most  important  of  all  the  reformers 
whose  life  and  work  have  been  recorded  in  the  annals  of 
pedagogy  is  certainly  Amos  Comenius,  "  the  prophet," 
among  educationists,  as  he  has  been  called. 

A  pure,  profound,  and  loving  heart;  a  restless  will;  a 
Iiighly-gifted,  wide-seeing,  self-thinking,  and  powerful 
mind;  and  an  experience  that  liad  been  wrought  from 
the  vicissitudes  of  life,  united  with  a  disinterested, 
untiring  zeal  in  all  his  works,  a  longing  and  striving  for 
a  better  future  of  mankind, — make  him  one  of  the 
noblest  characters  in  the  educational  field.  What  he 
has  done  for  the  science  and  art  of  teaching  will  never 
be  forgotten  as  long  as  education  progresses  in  the  way 
that  he  opened  up,  leading  as  it  does  to  the  goal  of 
ennobled  humanity.  His  theory  of  teaching,  as  a 
whole,  surpasses  any  that  had  been  proposed  up  to  his 
time.  To  Comenius,  first  of  all,  we  owe  it  that  pedagogy 
waa  regarded  as  a  science  and  teaching  as  an  art. 

It  is  true  Comenius's  ideas  did  not  go  into  effect 
immediately.  But  we  must  consider  that  he  lived  in  a 
most  stormy  age.  The  liorrors  of  wars  and  insurrec- 
tions kept  the  nations  of  Europe  in  a  state  of  turmoil, 

840328 


V 


y 


4  Introduction. 

and  forced  all  educational  interests  into  the  background. 
The  dangers  which  followed  the  return  of  peace  weie 
greater  even  than  those  of  war.  The  people  had  be- 
come demoralized;  ignorance  and  its  allies,  vice  and 
superstition,  reigned  supreme.  The  education  of  chil- 
dren suffered  thj  most,  as  might  be  expected.  Yet 
even  in  this  time  of  darkness  this  philanthropic  thinker 
was  at  work  to  prepare  a  way  for  a  better  future  and 
a  more  enlightened  generation.  "The  principles,  the 
wishes,  the  hopes  of  Comenius  had  become,  so  to  say, 
the  spirit  of  all  that  is  good  and  noble"  (Herder). 

It  was  this  spirit  that  inspired  Basedow,  the  cham- 
pion of  the  rights  of  childhood,  in  the  eighteenth  cen- 
tury, to  head  the  revolution  for  spiritual  liberty,  and  to 
ring  in  the  era  of  enlightenment,  and  with  it  a  better 
education  of  youth.  He  proclaimed  that  Comenius  had 
pointed  out  the  right  way,  but  it  had  not  been  followed. 
His  continued  agitations  roused  the  people,  and  called 
the  thinkers  of  his  age  to  the  work  of  school  reform. 
When  he  retired  from  the  field  of  activity  Pestalozzi 
came  to  the  front.  Through  Pestalozzi's  influence  the 
principles  of  Comenius  were  forever  established. 

One  of  the  most  distinguished  disciples  of  Pestaiozzi 
was  Froebel,  the  founder  of  the  Kindergarten.  His 
greatest  merit,  it  is  felt,  is  that  he  penetrated  the 
thoughts  of  Comenius,  and  worked  them  out  critically 
and  philosophically.  He  saw  the  great  importance  of 
infant  education,  and  devoted  his  life  to  it.  His  Kinder- 
garten was  the  "  mothers'  school "  of  Comenius  in  an 
improved  and  ennobled  form.  His  was  the  grand  idea 
that  all  should  be  educated.     His  "centres  of  educa- 


Introduction.  5 

tion"  were  the  same  as  those  of  Comenius:  Nature,  Man, 
Uod. 

The  peculiar  congeniality  of  Froebel  and  Comenius 
will  make  a  comparison  of  their  pedagogic  doctrines  an 
interesting  and  profitable  study.  Here  we  can  only 
briefly  refer  to  it  to  show  the  growth  of  Comenius's 
pedagogy,  and  leave  the  critical  investigation  to  those 
who  may  be  interested. 

That  the  principles  of  Pestalozzi  and  Froebel  have 
taken  root  in  this  country,  we  owe  particularly  to  the 
untiring  efforts  of  Horace  Mann  and  Miss  Elizabeth 
Feabody.  The  dissemination  of  their  ideas  has  deeply 
affected  the  teaching  in  our  public  schools,  and  has  ele- 
vated the  work  of  the  teacher  and  ennobled  his  profes- 
sion. A  better,  a  new  education  has  been  developed. 
The  pedagogic  ideas,  principles,  and  plans  of  Comenius 
have  really  been  the  building-material  for  this  noble 
structure,  which  is  destined  to  become  a  bulwark  of 
individual,  social,  and  political  safety. 


Digitized  by  tine  Internet  Arcliive 

in  2007  witli  funding  from 

IVIicrosoft  Corporation 


littp://www.arcliive.org/details/comeniusliislifepOOIangiala 


JOHN  AMOS  COMENIUS. 


His  Edacation. — John  Amos  Comenius  was  born  on 
March  28,  1592,  near  Hungarian-Brod,*  a  small  Mora- 
vian city  on  the  river  Olsawa.  His  parents  belonged  to 
the  Moravian  Brethren,  a  society  of  Protestants.  His 
father  (Komensky)  was  a  miller,  who  died  in  1602. 
The  boy's  guardians  neglected  his  education.  When  six- 
teen years  old  he  began  to  attend  a  Latin  school.  These 
circumstances,  while  disadvantageous,  undoubtedly  gave 
the  impulse  to  his  reformatory  endeavors.  He  writes 
himself  :  "  I  ceased  not  from  that  time  to  labor  for  the 
repairing  of  my  lost  years,  and  not  only  for  myself,  but 
for  the  good  of  others  also.  I  could  not  but  pity  others 
in  this  respect,  especially  in  my  own  nation,  which  is 
too  slothful  and  careless  in  matters  of  learning.  I  was 
continually  thinking  of  finding  out  some  means  whereby 
more  might  be  inflamed  with  the  love  of  learning,  and 
brought  to  some  notable  proficiency  in  the  studies  by  a 
more  easy  method." 

♦  This  was  his  birth-place  according  to  Zoubek,  whose  biography  of 
Comenius  is  evidently  one  of  the  best  and  latest  authorities  in  this  matter. 
Schmidt  and  Raumer  give  Comnia;  Palacky  and  Quick  give  Nivnits,  near 
Bruno. 

7 


8  John  Amos  Comenius, 

He  visited  several  schools  of  Germany,  after  the  man- 
ner of  the  Moravian  Brethren.  At  Herborn.  Nassau, 
he  was  greatly  influenced  by  one  of  his  teachers,  who 
was  the  professor  of  philosophy  and  divinity.  From 
Herborn  he  went  to  the  University  of  Heidelberg  to 
study  theology  and  philosophy.  After  completing  his 
studies  he  travelled  in  Holland,  France,  and  England, 
and  in  1614  returned  to  his  native  country,  and  was 
appointed  rector  in  the  Brethren's  school  at  Prerau. 

First  Steps  towards  School  Reform. — Although  only 
twenty-two  years  of  age,  he  had  come  to  the  conclusion 
that  the  schools  were  in  great  need  of  reform.  The 
manner  of  instruction  at  that  time  was  dull,  impracti- 
cal, and  even  mind-killing.  It  turned  the  pupils  away 
from  nature  to  the  study  of  mere,  meaningless  words. 
A  number  of  great  educators  were  already  at  work  to 
find  better  aud  easier  ways  for  the  study  of  languages. 
The  most  distinguished  of  these  men  was  Ratichiiis 
(Ratke).  Comenius  had  become  acquainted  with  Ratke's 
plan  of  an  "Improvement  of  Instruction,"  and  tried  to 
put  it  into  operation  in  the  school  at  Prerau. 

Feels  the  Want  of  good  School-books. — After  being 
granted  ordination,  he  was  called  to  Fulnek  in  1618,  to 
conduct  the  church  and  school  of  the  Moravian  Breth- 
ren. Here  he  collected  many  new  experiences  in  educa- 
tional matters,  and  discovered  the  real  needs  of  the 
school.  He  began  to  write  school-books.  The  want  of 
good  and  methodically-arranged  hooks  of  this  kind 
appeared  to  him  to  be  one  of  the  principal  causes  of  the 
fruitlessness  of  school  instruction. 

Is  Banished. — At  Fulnek  the  Brethren  had  had  their 


John  Amos  Comenius.  9 

headquarters  since  1480.  It  was  also  the  city  of  refuge 
for  the  persecuted  "W^aldenses.  In  1621  this  city  was 
tiiken  and  plundered  by  the  Spaniards.  Comenius  lost 
all  his  property,  his  library,  and  his  manuscripts. 
Sliortly  after  that  all  Protestant  clergymen  of  Bohemia 
and  Moravia  were  banished.  Comenius  found  a  hiding- 
place  on  the  estate  of  a  Moravian  nobleman,  the  Gov- 
ernor-general Yon  Zierotin. 

"  The  Fountain  of  all  Good." — In  his  solitude  Come- 
nius turned  to  the  study  of  the  laws  of  Nature,  and 
wrote  spiritual  and  educational  books.  The  fruit  of  his 
reflections  on  the  "Fountain  of  all  Good"  {summnm 
bonum)  was  "The  Lsibyrinth  of  the  World  and  the 
Paradise  of  the  Human  Heart,"  a  writing  of  which 
Zoubek,  a  biographer  of  Comenius,  says :  "  It  is  one  of 
the  most  beautiful  writings  in  the  Bohemian  literature, 
a  religious-philosophical,  satiric  allegory  of  genuine 
dramatic  picturesqueness."  Comenius  declared  that 
man,  no  matter  what  his  condition  in  life,  could  assur- 
edly find  happiness  in  religion.  Happiness  of  mankind 
was  the  one  great  end  that  he  was  striving  for  to  the 
end  of  his  life.  For  this  object  the  whole  system  of 
education  of  Comenius  was  built  up. 

"Writes  a  short  Methodologfy. — After  having  under- 
taken a  perilous  journey  to  Poland,  as  the  delegate  of 
the  persecuted  Brethren,  to  find  an  asylum  where  their 
religion  would  be  tolerated,  Comenius  spent  a  short  time 
in  the  family  of  Baron  Sadowsky  of  Sloupna,  in  the 
Bohemian  mountains.  He  took  an  active  interest  in 
the  education  of  the  Baron's  children,  and  wrote  a  short 


lo  John  Amos  Comenius. 

methodology,  or  course  of  study,  for  their  teacher  to 
follow. 

Goes  into  Exile. — An  Imperial  decree  now  banished  all 
Protestants  of  every  description  from  Bolieinia  and  all 
Austrian  provinces.  In  the  winter  of  1628  Comenius 
left  his  native  country,  never  to  return,  and  with  thirty 
thousand  of  other  unfortunate  Protestants  went  into 
exile. 

Digs  for  Educational  Principles. — The  exiles  settled 
in  Leszna  (Poland),  and  Comenius  became  first  a 
teacher  and  later  the  rector  of  the  Brethren's  grammar- 
school.  Here  his  ideas  of  what  was  demanded  in  the 
instruction  of  youth  were  moulded  into  clear  and  defi- 
nite shape.  Searching  for  principles,  he  had  perused 
the  works  of  Francis  Bacon,  Andreae,  Campanella, 
Ratke,  and  other  distinguished  writers.  He  was  confi- 
dent "that  so  many  sparks  would  conspire  into  one 
•flame."  He  writes :  "  Discovering  here  and  there  some 
gaps  and  defects,  as  it  were,  I  could  not  abstain  from 
attempting  something  that  might  rest  on  an  immovable 
foundation,  and  which,  if  once  found  out,  would  not  be 
subject  to  any  ruin." 

The  "Gate  of  Languages  Unlocked." — In  1631  Come- 
nius published  the  "  Janua  Linguarum  reserata,"  or, 
**The  Gate  of  Languages  Unlocked."  It  was  a  kind  of 
elementary  encyclopedia  of  all  sciences,  arts,  and  trades. 
Its  object  was  to  show  to  the  pupil,  "in  a  short  compass, 
the  whole  world  and  the  Latin  language."  This  work 
was,  shortly  after  its  appearance,  translated  into  twelve 
'European  and  four  Oriental  languages.  Pierre  Bayle 
writes  of  it  in  his  "  Dictionnaire  H^torique  et  Critique :" 


John  Amos  Comenius.  ii 

**  If  Comenius  had  written  nothing  but  this  work,  he 
would  have  been  immortalized." 

The  "Didactica  Magna." — The  "Didactica  Magna," 
Comenius's  celebrated  manual  of  education,  is  undoubt- 
edly the  greatest  of  his  works.  Written  originally  in 
Bohemian,  it  appeared  in  a  Latin  translation  about 
1638.  It  contains  a  complete  scientific  system  of  edu- 
cation, the  first  that  was  ever  attempted.  The  work  is 
replete  with  pedagogic  wisdom  and  suggestiveness,  and 
has  been,  and  is  to-day,  an  inexhaustible  mine  of 
thought  for  the  student  of  the  science  of  teaching. 

The  Foundation  Principle.  —  In  the  "Didactica," 
Comenius  proceeds  from  the  principle  "  Art  can  do 
nothing  but  imitate  Nature,"  or,  in  other  words,  "  Of 
Xature  we  learn  how  to  teach  and  learn."  From  this 
principle  he  deduced  the  golden  rule  of  instruction : 
*'  Teach  objectively." 

The  idea  of  a  sense-impressing  instruction  had  already 
been  discovered  by  Francis  Bacon.  Comenius  admits 
this,  and  says  that  the  meaning  and  the  immeasurable 
extent  of  this  principle  had  come  to  him  first  through 
Bacon's  writings.  Bacon,  however,  had  given  only  the 
key  of  Nature,  but  had  not  unlocked  the  door  to  her 
secrets.  He  had  only  shown  in  a  few  examples  how 
they  were  to  be  unlocked,  leaving  the  rest  to  future 
observations.  How  Comenius  discovered  the  principle, 
he  explains  further  in  the  words:  "After  many  work- 
ings and  tossings  of  my  mind,  by  reducing  everything 
to  the  laws  of  Nature,  I  lighted  upon  my  *  Didactica 
Magna,'  which  shows  the  art  of  readily  and  solidly 
teaching  all  men  all  things." 


12  John  Amos  Comenius, 

The  TJniversal  Method. — Comenius  holds  that '^tliere 
is  but  one  natural  method  for  all  sciences,  arts,  and  lan- 
guages." By  this  method — the  Universal  Method,  as  he 
calls  it — three  inseparable  objects  are  to  be  attained:  (1) 
Intelligence,  (2)  Virtue  or  good  morals,  and  (3)  Piety. 
These  ends  can  be  gained  only  if  the  instruction  is  gen- 
eral, when  "all  men  are  taught  all."  He  goes  on  to  explain : 
"This  should  not  be  understood  as  if  we  demanded  of 
all  the  knowledge  of  all  sciences  and  arts  (particularly 
a  complete  and  penetrating  knowledge).  This  is  neither 
useful,  according  to  its  nature;  nor  is  it  possible  to 
every  one,  as  life  is  too  short.  But  that,  if  every  one 
receive  an  instruction  that  will  make  him  acquainted 
with  the  foundations,  laws,  and  numbers  of  every  tiling 
of  importance,  all  will  be  sent  out  into  the  world  to  be 
not  only  observers,  but  also  doers.  Provision  must  be 
made  and  adhered  to,  that  no  one  who  lives  in  the 
world  will  meet  with  anything  too  utterly  unknown  to 
him  which  he  could  not,  at  least  in  some  measure,  judge 
and  make  it  serve  a  certain  purpose,  without  falling  into 
dangerous  errors.  Therefore,  Ave  must  endeavor,  in 
general  and  without  exception,  in  the  schools  and 
through  the  influence  of  the  schools  in  the  whole  life, 
that  (1)  the  natural  talents  be  developed  through  the 
sciences  and  arts,  (2)  the  manner  of  expression  refined, 
(3)  the  morals  formed  into  decency,  and  (4)  that  God 
be  worshipped  with  all  one's  heart.'*  In  a  later  work, 
"The  Newest  Method,"  as  he  called  it,  Comenius  men- 
tions as  the  three  principal  parts  of  his  method :  (1)  the 
parallelism  of  things  and  words,  (2)  the  uninterrupted 
step  by  step  progress  of  instruction,  and  (3)  the  easy 


John  Amos  Comenius.  13 

and  pleasant  manner  in  instruction,  which  advances  the 
pupil  quickly  and  holds  him  continually  employed. 

These  most  important  methodical  principles  are  ex- 
plained in  the  "Didactica"  in  very  clear  and  simple 
language :" 

Methodical  Principles. —  '*  Words  shall  le  tanght  and 
learned  only  in  connection  ivith  the  things,  just  as  wine 
is  bought  and  sold  with  the  cask,  and  a  sword  with  the 
sheath.  For  what  else  is  the  word  but  a  case  or  sheath 
for  the  thing  ?  Whatever  language  is  learned,  and  if  it 
be  the  mother-tongue,  the  things  which  are  to  be  named 
in  words,  must  be  explained;  and,  in  turn,  the  pupils 
must  be  taught  to  express  in  words  what  they  see,  hear, 
touch,  and  taste,  so  that  the  language  always  progresses 
and  perfects  itself  parallel  with  the  understanding. 
Likewise,  reading  and  writing,  teaching  and  learning, 
must  be  done  simultaneously,  because  what  Nature  has 
joined  together  dare  not  be  separated." 

Everything  must  be  presented  to  the  senses  as  much 
as  possible;  to  wit,  the  visible  to  the  eye,  the  audible  to 
the  ear,  odors  to  the  sense  of  smell,  the  tastable  to  the 
taste,  and  the  touchable  to  the  sense  of  touch ;  and, 
whenever  something  can  be  grasped  by  more  than  one 
sense  at  one  time,  let  it  be  presented  to  them  at  one 
time.  One  may,  however,  if  the  things  themselves  can- 
not be  presented,  use  representations  of  them,  such  aS 
models  and  pictures.  If  any  one  should  doubt  whether 
also  the  spiritual  and  absent  could  be  presented  to  the 
senses,  so  may  he  not  forget  that  God  has  created  all 
things  in  just  corres|)oiidence,  so  that  for  the  super- 
natural  representatives  can   be  found   in  the  natural. 


14  John  Amos  Comenius. 

for  the  absent  in  the  present,  for  the  invisible  in  the 
visible." 

"It  is  a  mistake  to  let  rules  in  an  abstract  form  go 
hefore,  and  afterwards  explain  them  in  examples.  For 
the  light  must  go  before  him  for  whom  it  is  intended  to 
shine." 

"  Whatever  is  to  be  done,  must  be  learned  by  doing  it. 
Mechanics  do  not  detain  their  apprentices  for  a  long 
time  with  meditations  :  they  put  them  to  work  at  once, 
that  they  may  learn  to  forge  by  forgiug,  to  carve  by 
carving,  to  paint  by  painting,  etc.  So  the  pupils  should 
also  learn  at  school  to  wi-ite  by  writing,  to  speak  by 
speaking,  to  count  by  counting,  etc.  Then  the  schools 
are  workshops  filled  with  the  sound  of  work." 

**  Not  only  sciences,  but  also  good  morals  and  piety, 
must  be  taught  at  school.  Scientific  culture  eu nobles 
the  understanding,  language,  and  hand  to  view,  discuss, 
and  to  do  everything  that  is  useful  in  a  rational  manner. 
If  something  of  this  is  omitted  there  will  be  a  gap, 
"which  not  only  implies  a  want  of  culture,  but  weakens 
also  the  solidity.  Nothing  can  be  solid  but  that  which 
is  connected  in  all  parts." 

"  The  education  shall  go  on  without  whippings, 
severity,  and  compulsion,  as  easy,  pleasant,  and  volun- 
tary as  possible.  Instruction  shall  not  be  full  of  cares, 
and  yet  advance  the  pupil  fast." 

Division  of  Labor  and  Time  in  Education. — "That 
man  might  elevate  himself  and  be  formed  to  true  human 
dignity,  God  has  given  him  the  years  of  youth,  in  which 
he  is  incapable  of  other  things,  and  solely  fitted  for 
development.     The  care  for  this  devolves  naturally  upon 


John  Amos  Comenius.  ij 

the  parents.  However,  as  men  and  human  employments 
vary  so  much  that  those  are  scarce  who  know  and  are 
able  and  find  time  by  their  other  occupations  to  devote 
themselves  to  the  instruction  of  their  children,  sound 
advice  has  long  suggested  that  the  education  of  the 
children  of  many  at  one  time  is  intrusted  to  specially- 
selected  persons,  who  are  noted  for  their  knowledge  of 
tilings  and  strictness  of  morals." 

"Just  as  the  artisans  and  mechanic  artists  fix  a  cer- 
tain time  for  their  apprentices,  in  which  the  entire  circum- 
ference of  the  particular  branch  must  be  completed,  so 
also  for  the  arts,  sciences,  and  languages  certain  periods 
shall  be  fixed  that,  after  the  expiration  of  a  certain 
number  of  years,  the  entire  circuit  of  culture  has  been 
finished,  and  that  from  these  cultivating  workshop? 
of  humanity  go  forth  truly  cultivated,  truly  virtuous, 
and  truly  pious  men.  To  attain  this  aim  I  demand 
for  the  exercise  of  the  mind  the  entire  time  of 
youth  from  childhood  up  to  the  beginning  of  manhood, 
that  is,  up  to  the  twenty-fourth  year.  Those  years  I 
will  divide  into  four  distinct  grades,  or  time-divisions: 
early  childhood,  boyhood,  the  beginning  of  youth,  and 
the  ripe  youth.  I  will  allow  for  each  grade  six  years, 
and  give  to  each  a  separate  school :  For  the  first  grade, 
the  maternal  school;  for  the  second  grade,  the  public 
school,  or  school  of  the  mother-tongue;  for  the  third, 
the  Latin  or  grammar  school;  for  the  fourth,  the  uni- 
versity and  the  travelling-time. 

"A  maternal  school  should  be  found  in  every  house;  a- 
public  (national)  school  in  every  community,  every  vil- 
lage, and  every  city;  a  grammar-school  (gymnasium)  in 


i6  John  Amos  Comenius. 

every  large  town;  and  a  university  in  every  country  or 
large  province." 

The  same  things  sliall  be  taught  in  all  of  these 
schools;  but  in  the  lower  schools  only  generally  aud  in 
outline,  in  the  higher  schools  more  in  detail  and  moi"e 
completely. 

The  Maternal  School. — In  the  maternal  school  the 
mother  is  the  teacher.  "During  the  first  six  years  the 
foundation  shall  be  laid  of  everything, — of  the  moral  life 
of  the  children  and  of  all  that  they  are  to  learn  in  life. 
The  mother  is  to  teach  the  first  beginnings  of  the  sci- 
ences aud  arts :  for  instance,  of  astronomy,  in  the 
observation  of  the  sun,  stars,  and  their  motions  ;  of  the 
physical  sciences,  in  the  observation  of  animals,  plants, 
etc.;  of  optics,  in  the  observation  of  the  differences  in 
light,  darkness,  and  colors.  Geography  shall  begin  with 
the  knowledge  of  the  room,  the  yard,  the  streets,  fields, 
etc.  History  shall  begin  with  the  references  to  what 
happened  yesterday  and  the  day  before;  chronology, 
with  the  differences  of  day  and  night,  hour,  week,  holi- 
day; politics,  with  the  knowledge  of  family  government. 
Arithmetic  shall  begin  with  numbers;  geometry,  with 
the  ideas  long  and  broad,  line,  plane,  inch,  yard,  etc. 
Music  shall  begin  in  listening  to  songs  and  singing 
along  with  the  mother.  Grammar  shall  begin  with  tlie 
articulation  of  simple  words;  rhetoric,  with  expressions 
through  gestures,  and  with  observing  and  understanding 
the  gestures  of  others."  The  general  object  of  the 
maternal  school  is  to  cultivate  the  external  senses. 

The  Public  School. — The  public  (national)  school  is  to 
be  the  "school  of  the  mother-tongue."  Its  general  object 


pbn  Amos  Comenius.  17 

is  "the  cultivation  of  the  internal  senses,  the  imagina- 
tion and  the  memory,  and  the  executive  organs,  the 
li:ind  and  tongue."  Comenius  believes  the  public  school 
to  be  the  true  workshop  of  humanity.  The  ideas  he 
ailvances  are  striking  and  powerful,  and  are  some  of  the 
most  valuable  treasures  that  we  have  in  our  pedagogic 
literature  on  this  subject.  Many  of  them  are  now 
^^enerally  accepted ;  others  have  never  been  and,  under 
tlie  present  social  conditions,  can  never  be  fully  realized. 
But  he  was  on  the  right  road  to  a  goal  that  is  worth 
striving  for,  even  if  it  be  ever  unattainable. 

He  writes:  "All  the  children  of  both  sexes  should 
first  of  all  be  sent  to  the  public  or  national  school. 
Here  I  have  the  opinions  of  some  against  me.  But  my 
educational  system  compels  me  to  be  of  a  different 
opinion.     For, 

(1)  I  have  in  view  a  general  education  of  all  who  are 
born  as  men,  to  all  that  is  human. 

(2)  I  want  that  all  shall  be  educated  to  all  virtues; 
also  to  modesty,  concord,  and  to  mutual  eagerness  to 
serve  each  other. 

(3)  Trying  to  decide  for  a  six-year-old  child  what  a 
life-vocation  he  is  fitted  for,  seems  to  be  over-hastiness. 

(4)  Another  reason  to  me  is  this,  that  the  boundlessly 
beloved  nymph  (the  Latin)  is  not  all  that  my  'Univerf^al 
Method*  demands,  but  it  seeks  after  a  way  for  the  har- 
monious development  in  the  mother-tongue. 

(5)  To  try  to  teach  a  foroign  language  before  the 
child  has  learned  the  vernacular  is  the  same  as  if  a  boy 
was  to  learn  to  ride  before  he  can  walk.     Finally, 

(6)  I  demand  a  'real'  education.     *The  special  object 


i8  John  Amos  Comenius. 

of  this  school  is  to  be  that  all  the  children,  from  the 
sixth  to  the  twelfth  or  thirteenth  year  are  instructed  in 
that  which  will  be  continually  employed  in  practical  life 
for  a  particular  use/  The  children  shall  be  taught 
reading,  writing,  arithmetic,  measuring,  singing,  the 
Bible,  morality,  political  and  domestic  economy,  history, 
physical  and  particularly  home  geography,  and,  lastly, 
the  principal  trades.  The  latter  branch  is  to  be  taught 
for  two  reasons,  to  wit:  {a)  that  the  children  know 
something  of  those  trades,  and  {b)  that  their  natural 
inclination  to  a  particular  profession  may  have  oppor- 
tunity to  show  itself." 

To  attain  this  object  the  following  ''means"  are  to  be 
employed : 

1.  The  course  covers  six  years,  and  is  divided  for  six 
classes. 

2.  Every  class  has  special  books,  which  exhaust  all 
that  is  necessary  for  the  particular  class.  The  books  of 
the  lower  classes  contain  the  more  general,  more  famil- 
iar, and  easier;  the  books  of  the  higher  classes,  the  par- 
ticulars. The  same  subjects  will  be  treated  in  all  the 
books  with  these  provisions. 

3.  {a)  The  school  hours  are  to  be  four  only.  The 
remaining  time  may  be  set  aside  for  housework  or 
recreation. 

{b)  The  morning  hours  are  to  be  devoted  to  the  culti- 
vation of  the  understanding  and  the  memory,  and  the 
two  afternoon  hours  to  the  practice  of  the  hand  and 
voice. 

(c)  The  morning  hours  are  the  best  time  for  teaching 
something  new. 


John  Amos  Conienius.  19 

{(l)  This  may  be  repeated  in  the  afternoon,  when 
nothing  new  sliall  be  taught. 

Plans  of  Other  Works. — Comenius  had  given,  in  his 
''Didactica/'  a  complete  system  of  education.  He  now 
intended  to  prepare,  besides  methodical  books  for  the 
instruction  in  languages,  special  foundation  books  for 
instruction.  Standing  on  the  principle,  "These  three 
— intelligence,  virtue,  and  piety — are  the  three  sources 
from  which  flow  forth  all  brooks  of  all  most  perfect 
joy,"  he  thought  of  writing  three  books:  (1)  a  "Pan- 
sophia,"  (2)  a  " Panhistoria,"  and  (3)  a  book  of  "Gen- 
eral Dogmatics/' 

Called  to  Sweden. — The  "Didactica  Magna''  and  the 
"  Janua  Keserata"  had  established  Comenius's  fame  in 
all  the  learned  world.  Besides  the  Bible,  there  was  per- 
haps no  other  book  in  so  many  hands  as  the  latter  work. 
The  author  received  a  brilliant  offer  from  Sweden  to 
reform  the  schools  of  that  country,  and  to  put  his  system 
of  education  into  operation.  He  declined,  because,  as 
he  wrote,  he  was  afraid  to  take  upon  himself  "so  heavy 
and  dangerous  a  burden." 

"  The  Pansophia."  —  In  1635  Comenius  announced 
that  he  had  begun  to  write  a  "Pansophia,"  or  "Uni- 
versal Wisdom,"  in  which  the  sum  of  all  human  wisdom 
and  art  was  to  be  traced  to  the  three  principles,  God, 
World,  and  Reason,  and  which  would  contain  an  ex- 
position of  how  all  human  affairs  and  all  conditions  of 
humanity  could  be  regulated  and  led  to  the  highest  har- 
mony, on  the  basis  of  the  acquired  cognition.  Tliis 
"Pansophia"  was,  for  more  than  twenty-five  years,  the 
main  work  of  his  life.     The  more  he  wrote  at  it,  the 


20  John  Amos  Comenius, 

greater  and  more  insurmountable  the  diflSculty  of  carry- 
ing out  the  idea  seemed  to  grow.  He  complained  him- 
self, after  nine  years  of  hard  labor:  "If  it  were  only  in 
my  power  to  be  able  to  do  more  and  to  want  less.  The 
higher  I  climb,  the  wider  grows  the  view.  I  caunot  but 
strive  for  the  higher,  the  perfect,  and  the  better.^' 

Pablished  in  England. — All  the  thoughts  that  Come- 
nius had  written  down  on  his  idea  of  a  "Pansophia,"  up 
to  1637,  he  sent  to  Samuel  Hartlib,  his  most  enthusiastic 
admirer,  in  England.  "Without  awaiting  the  consent  of 
the  author,  Hartlib  published  the  manuscripts  immedi- 
ately, under  the  title  "  Pansophiee  Prodromus,"  or, 
**  Forerunner  of  the  Universal  Wisdom,"  and  in  1643 
issued  an  English  translation  of  it,  which  he  called  "A 
Eeformation  of  Schools."  Everywhere  the  grand  idea 
and  its  author  became  the  object  of  admiration.  A 
learned  German  wrote,  soon  after  the  publication  of  the 
manuscripts:  "It  animates  already  the  whole  of  Europe 
to  the  study  of  the  pansophy  and  of  better  didactics. 
One  must  confess,  if  Comenius  had  done  no  more  than 
to  implant  in  all  minds  such  a  seed  of  incitement,  he 
would  still  have  done  enough." 

Summoned  to  England. — In  England  enthusiastic  voices 
were  loud  in  praise  of  the  idea  of  a  Universal  Wisdom. 
Parliament  decided  to  summon  Comenius.  He  was  to 
call  together  a  council  of  learned  men,  without  regard 
to  their  nationality,  which  would  work  out  the  "Pan- 
sophia,"  under  his  direction.  Comenius  arrived  in 
England  in  1641,  but  went  away  again  the  next  year, 
without  having  made  a  beginning  even,  as  the  Irish 


John  Amos  Cotnenius.  21 

insurrection  and  the  differences  between  the  Parliament 
and  King  Charles  I.  disturbed  all  his  plans. 

Goes  to  Sweden. — While  in  England  he  received  an 
invitation  to  come  to  Sweden,  from  a  rich  Dutch  noble- 
man, Lewis  de  Geer,  "the  great  Alms-Dispenser  of 
Europe,"  as  Comenius  calls  him.  He  accepted.  Soon 
after  his  arrival  in  Sweden  he  was  called  to  Stockholm 
by  the  great  Chancellor  Oxeustiern,  the  "Eagle  of  the 
North."  Oxenstieru  took  very  much  interest  in  school 
matters.  He  had  long  before  come  to  the  conclusion 
that  the  schools  needed  a  thorough  reform,  and  had 
already  conferred  with  Eatke  on  this  subject.  He  could 
not  approve  of  Eatke's  scheme,however,and  now  believed 
firmly  that  Comenius  was  the  man  to  carry  out  a  com- 
plete reform.  Oxenstiern  and  Skyte,  the  chancellor  of 
Upsal  University,  who  had  been  the  tutor  of  King  Gus- 
tavus  Adolphus,  questioned  Comenius  closely  on  the 
foundation  of  his  schemes.  They  were  both  well  satis- 
fied. They  commended  the  continuation  of  the  work 
on  the  "  Pansophia,"  but  both  also  agreed  that  Come- 
nius should  first  meet  the  greatest  need  of  the  schools, 
by  writing  school-books  after  his  method.  He  was 
granted  a  pension,  and,  at  the  advice  of  his  patrons,  he 
settled  in  Elbing  (West  Prussia),  which  at  that  time 
belonged  to  Sweden,  to  write  the  required  books. 

Many  Cares. — He  worked  hard  to  live  up  to  the  prom- 
ises made  to  his  Swedish  friends,  but  had  to  fight 
against  many  difficulties.  His  English  admirers  could 
not  allow  any  delay  in  the  appearance  of  his  "Panso- 
phia,"  and  urged  him  to  continue  at  that  work.  Oxen- 
stiern, on  the  other  side,  kept  him  strictly  to  his  prom- 


22  John  Amos  Comenius. 

ises,  and  urged  him  to  complete  the  school-books. 
Besides,  he  had  turned  to  theology  again,  and  was  kept 
busy  with  religious  controversies.  Last,  but  not  least, 
ho  was  contiuually  short  of  money,  and  had  to  give 
private  lessons  to  supply  his  wants. 

His  School-books  Published, — In  1648  Comenius  was 
elected  as  bishop  of  the  exiled  Brethren,  and  returned 
to  Leszna.  Here  he  completed  the  manuscripts  of  the 
promised  school  books,  the  "Methodus  Linguarum  No- 
vissima,"  or,  "The  Newest  Method,"  and  five  other  lin- 
guistic works.  These  were  the  fruits  of  his  hard  labors 
at  Elbing.  He  submitted  them  to  a  Swedish  commis- 
sion for  approval,  and,  after  revising  them  once  more, 
had  them  published. 

Goes  to  Hungary. — In  1650  he  received  an  invitation 
to  come  to  Transylvania,  from  Prince  Kakoczy,  who 
was  a  great  admirer  of  Comenius.  The  whole  school 
system  of  Hungary  Avas  to  be  remodelled,  and  a  model 
school  to  be  established  in  Saros-Patak,  according  to  his 
ideas.  Comenius  went  there  and  worked  four  years  for 
the  realization  of  this  plan.  He  organized  the  institu- 
tion, and  called  it  "The  Pansophic  School."  But  it 
was  not  destined  to  be  successful.  In  1655  the  school 
closed. 

The  "Orbis  Pictus"  Appears. — While  at  Saros-Patak, 
Comenius  completed  his  "  Orbis  Pictus,"  or,  "  The 
World  in  Pictures,"  and  published  it  in  1657,  at  Nurem- 
berg. It  is  the  first  picture-book  for  the  instruction 
of  youth.  It  has  seen  a  great  many  new  editions,  and 
has  been  translated,  revised,  and  elaborated.  The 
"  Orbis  Pictus  "  was  introduced  into  the  schools  every- 


John  Amos  Comenius.  23 

where,  and  till  Basedow's  "Elementary"  appeared  it 
was  one  of  the  most  used  school-books.  Tlie  great 
Goethe  tells  us:  "Besides  the  *  Orbis  Pictus'  of  Amos 
Comenius,  we  used  no  other  book  of  this  kind."  Base- 
dow writes:  "If  Comenius  could  have  united  his  zeal  in 
the  interest  of  youth  with  the  expanse  of  thought  of  our 
times,  I  should  not  have  written  the  *  Elementary,'  but 
at  most  given  instruction  for  using  his  writings." 

The  Principle  of  Sense-impression. — The  foundation 
principle  of  the  "  Orbis  Pictus"  is  announced  in  the 
preface  in  the  following  words:  "Nihil  est  in  intellectu, 
quod  prius  non  f  uerit  in  sensu,"  or,  "  Nothing  is  in  the 
understanding  that  was  no£  first  in  the  senses." 

On  tliis  principle  of  sense-impression  all  our  modern 
instruction  is  founded.  Comenius  was  the  first  who 
introduced  this  golden  rule  into  the  science  of  teaching. 
He  therefore,  and  no  other,  is  the  founder  of  the  "  New 
Education." 

Explanation  of  the  Principle. — Comenius  defined  his 
idea  of  a  sense-impressing  instruction  very  clearly  and 
forcibly  in  the  preface  to  the  "Orbis  Pictus."  He 
wrote:  "The  remedy  for  ignorance  is  found  in  art  and 
science,  which  shall  be  brought  to  the  minds  in  the 
schools,  but  so  that  it  be  a  true,  perfect,  clear,  and  thor- 
ough knowledge.  True  will  it  be  if  nothing  is  taught 
but  what  is  useful  in  life,  so  that  we  have  no  reason 
afterward  for  saying :  We  do  not  know  what  is  necessary 
to  know,  because  we  have  not  learned  the  necessary. 
Perfect  will  it  be  if  the  mind  is  prepared  to  wisdom, 
the  tongue  to  eloquence,  and  the  hands  to  an  assiduous 
carrying  on  of  the  affairs  of  life.    This  will  then  be  the 


24  John  Amos  Comenius. 

salt  of  life,  to  wit.  Knowing,  Acting,  and  Speaking, 
Clear,  aud  therefore  also  thorough  and  firm,  will  it  be  if 
all  that  is  taught  and  learned  is  not  dark  or  confused, 
but  intelligible,  well  discerned,  and  well  divided;  if  all 
sensible  objects  are  rightly  presented  to  the  senses  so 
that  the  intellect  can  comprehend  them." 

"  This  latter  is  the  foundation  on  which  all  other 
parts  are  built,  since  we  can  neither  act  nor  speak  wisely 
unless  we  first  learn  to  comprehend  what  we  are  to  do 
and  say.  Now  it  is  certain  that  there  is  nothing  in  the 
understanding  that  was  not  first  in  the  senses.  Conse- 
quently, it  is  to  lay  the  foundation  of  all  wisdom,  all 
eloquence,  and  of  all  good  and  prudent  conduct,  care- 
fully to  train  the  senses  to  note  with  accuracy  the  differ- 
ence between  natural  objects.  Since  this  point  is  ordi- 
narily neglected  in  the  schools  of  to-day,  and  as  objects 
are  proposed  to  pupils  that  they  do  not  understand, 
because  they  have  not  been  rightly  presented  and  repre- 
sented to  their  senses,  it  is  for  this  reason,  on  the  one 
hand,  and  the  toil  of  teaching  on  the  other,  that  the 
work  of  learning  has  become  so  burdensome  and  so 
unfruitful." 

"Instruction  must  begin  with  a  real  observation  of 
things,  and  not  loith  a  verbal  description  of  them." 

His  Manuscripts  Burned. — Comenins  returned  to 
Leszna  in  1G54,  and  stayed  there  till  the  Poles  won  the 
city  back  again  from  the  Swedes.  Leszna  was  reduced 
to  a  heap  of  ashes.  Comenius  lost  again  all  his  prop- 
erty. His  library  and  all  his  manuscripts,  the  fruit  of 
more  than  twenty-six  years  of  indefatigable  labor,  were 
destroyed  by  the  flames.     He  lamented  his  loss  of  the 


John  Amos  Comenius,  25 

'*  Pansophia"  the  most.  To  Bohemian  literature  the 
loss  of  his  manuscripts  of  a  great  Bohemian-Latin  dic- 
tionary was  almost  irreparable.  He  wrote:  "This  loss 
I  shall  cease  to  lament  only  when  I  cease  to  breathe." 

Goes  to  Holland. — "Almost  naked,"  as  he  said,  and  desti- 
tute of  everything, he  fled  to  Silesia,and  from  there  moved 
onward  to  Brandenburg,  Stettin,  and  Hamburg,  where 
he  lay  sick  for  two  months.    At  last  he  found  an  asylum 
in  Amsterdam,  in  the  family  of  Lawrence  de  Geer,  the 
son  of  his  former  patron,  Lewis  de  Geer,  where  he  could 
spend  his  last  years  free  of  cares.     Here  he  published 
his  "  Light  in  the  Darkness,"  and  many  other  religious 
works.     In  one  of  them  the  nearly  seventy-year-old  man 
wrote  to  the  Brethren:  "I  bid  you  farewell, — farewell 
to  all  of  you  of  my  people  and  of  my  church,  as  Jacob 
did  to  his  sons,  whom  he  had  led  into  Egypt  and  could 
not  lead  away  again;  and  as  Moses  to  his  people,  who  led 
the  people  out  of  Egypt,  but  could  not  bring  them  into 
the  Promised  Land;  and  as  Paul  took  leave  of  the  beloved 
Ephesians  at  Miletus,  whom  he  was  never  to  see  again. 
Farewell  now,  as  if  you  had  bedded  me  in  my  grave.     If 
the  Lord  should  grant  me  a  few  more  days,  may  they 
serve  me  to  rest  and  to  prepare  myself  for  the  eternal 
journey,  and  that  I  might  have  some  recreation  before 
I  depart  from  this  life." 

Last  Years  and  Death. — Although  Comenius  had  said 
he  would  rest  now  from  all  his  labors,  he  wrote  several 
other  books,  the  last  and  best  of  which  is  "  The  One 
Thing  Needful."  When  eighty-one  years  old,  on  No- 
vember 15,  1671,  Comenius  died.  To  his  last  i>?vath 
he  adhered  firmly  to  his  faith  in  God's  mercy.     He  had 


26  John  Amos  Comenius. 

been,  as  he  wrote  of  himself  in  "  The  One  Thing  Need- 
ful," always  a  man  of  aspirations,  who  at  last  found  rest 
in  God,  the  Fountain  of  all  good  {sunimum  honum).  "He 
praised  the  Lord  that  He  had  not  given  him  a  country 
and  a  home  on  this  earth,  but  that  it  was  to  be  to  him 
a  place  of  exile  and  of  pilgrimage,  so  that  he  could 
exclaim  as  to  David:  *I  am  both  thy  pilgrim  and  thy 
sojourner.'"  * 

Comenius's  Memorials. — On  the  day  of  the  two-hun- 
dredth anniversary  of  Comenius's  death,  in  1871,  a  cen- 
tral library  was  established  at  Leipzig,  under  the  name 
"  Comenius  Foundation."  At  Prerau  a  monument  was 
erected  in  1874. 


*  Psalm  XXXIX.  14:  "I  am  a  stranger  with  Thee,  tind  a  sojourner,  as  all  my 
fathers  were." 


The  Kellogg  Series* 

TM4  Newest  and  Best  Books  for  School  Entertainmenti. . 


ARBOR  DAY :  HOW  TO  CELEBRATE  IT  IN  THE  5CHOOL- 

ROOM.  For  all  grades.  Contains  a  history  of  Arbor  day,  a  lUt  of  states  observing 
U,  with  dates,  class  exercises,  recitations,  songs,  a  very  attractive  drill,  50  appropriate 
quotations,  and  seven  carefully  prepared  programs  for  the  day.  1 28  pages.  PncCi  35C> 

AUTHORS'  BIRTHDAYS.    No.  I. 

Contains  as  separate  programs.  Longfellow,  5  programs  ;  Bryant,  4  programs  ; 
Hawthorne,  ^  programs  ;  Holmes,  3  programs  ;  Shakespeare,  4  pr  grams  :  Bums,  } 
programs  ;  Dickens,  3  programs.     Illustrated  with  portraits.     Price,  35  cents,  pid. 

AUTHORS'  BIRTHDAYS     No.  2. 

Twenty-five  Programs  for  Lowell,  Whittier,  Irving,  Emerson,  Tennyson,  Scott, 
and  Milton  Celebrations.    Over  loo  pages.     Portraits.     Prke,  25  cents. 

FANCY  DRILLS  AND  MARCHES. 

Motion  Songs  and  Action  Pieces  for  Arbor  Day.  Christmas  Day,  Memorial  Day, 
and  Patriotic  Occasions.    Price,  35  cents,  postpaid. 

HOW  TO  CELEBRATE  WASHINGTON'S  BIRTHDAY  IN 

THE  SCHOOL-ROOM.  Containing  patriotic  exercises,  declamations,  recitations, 
drills,  quotations,  &c.,  for  the  primary,  grammar,  and  high  schools.  96  pages. 
Price,  35  cents,  postpaid. 

CHRISTMAS  ENTERTAINMENT. 

New,  for  primary  and  grammar  grades.  There  are  Songs  adapted  to  familiar  tunes. 
Recitations  in  Costume,  Action  Pieces,  two  Fancy  Drills,  two  Christmas  Acrostics,  a 
set  of  Christmas  Tableaux,  three  Christmas  Plays,  Quotations,  Readings,  and  Hints 
for  Christmas  Decorations.    Pnce,  35  cts.,  postpaid. 

KELLOGQ'S  PRIMARY  RECITATIONS. 

Entirely  new.  Contains  100  selections,  for  Thanksgiving,  Washington's  Birthday, 
Arbor  Day,  May  Day,  Bird  Day,  Memorial  Day,  Closing  Exercise,  Flag  Day,  Patriotic 
and  General  Occasions.  Price,  35  cents. 

NEW  YEAR  AND  MIDWINTER  EXERCISES. 

Recitations,  Quotations,  Authors'  Birthdays,  and  Special  Programs  for  celebrating 
New  Year  and  Midwinter,  in  the  school-room.     For  all  grades.     Price.  35c.,  pd. 

SPRING  AND  SUMMER  SCHOOL  CELEBRATIONS. 

Contains  exercises  for  May  Day,  Decoration  Day,  Easter,  Commencement,  and 
Spring  and  Summer  Celebrations.    About  128  pages.    Price,  35  cents. 

HOW  TO  CELEBRATE  THANKSGIVINQ  AND  CHRISTHAS 

[N  THE  SCHOOL-ROOM.  For  all  grades.  Consists  of  Recitations,  Songs,  Drills, 
Dialogue*.  Exercises,  and  complete  programs  for  celebrating  Thanksgiving,  Christ- 
^sas,  and  Autumn  Days.    i}2  pages.    Price,  35  cents,  postpaid. 


E.  L.  KELLOGG  &  CO.,  61  E.  9th  Street,  New  York. 


Helps  in  Tcarhing  Geography. 

>^ . — ___ _^^,^ 

ANALYTICAL  QUESTIONS  IN  GEOGRAPHY. 

is  the  best  little  book  of  questions  and  answers  published.     Invaluable  for  review  or 
to  question  a  class.    Limp  cloth.    Price,  28  cents. 

AUGSBURG'S   EASY   DRAWINGS   FOR  THE  GEOGRA- 

PHY  CLASS.  Here  are  presented  over  200  simple  drawings  that  can  be  placed  on  th^ 
blackboard  by  any  teacher,  even  the  one  ignorant  of  the  simplest  rules.  An  island, 
an  isthmus,  a  cape,  mountain  rar»ges,  animals,  plants,  etc.,  are  illustrated  in  profusion. 
Opposite  each  plate  a  lesson  in  geography  is  given  that  may  be  used  in  connection, 
and  an  index  brings  any  plate  sought  for  instantly  to  the  eye.  There  is  no  book  like 
it  published.  Quarto,  tasteful  cardboard  cover,  40  large  plates,  90  pages.  Price,  <o 
cents  ;  to  teachers,  40  centi  ;  by  mail,  5  cents  extra. 

KELLOGQ'S  GEOGRAPHY  BY  MAP  DRAWING. 

By  Amos  M.  Kellogc.  The  object  of  this  book  is  to  encourage  and  aid  the  teacher 
In  the  effort  to  have  his  pupils  draw  geographii;al  forms  on  the  blackboard  with  readi- 
ness and  pleasure.  The  book  shows  the  teacher  how  to  make  geography  the  most 
interesting  of  all  the  studies  pursued  :n  the  schools.  It  is  profusely  illustrated  with 
outline  mapf.  The  type  is  large  and  clear  and  the  page  of  good  size.  Limp  cloth. 
Price,  50  cents  ;  to  teachers,  40  cents  ;  by  mail  5  cents  extra. 

DEAN'S  THE  GEOGRAPHY   CLASS  :    HOW  TO  INTER- 

EST  IT.  By  M.  Ida  I>eAN.  How  will  you  study  Germany,  or  France,  or  Egypt,  or 
China,  so  as  to  fix  the  facts  in  the  child's  mind,  without  effort,  through  his  intense 
Interest  ?    Is  not  that  your  problem  in  geography  ?     Miss  Dean's  book  tells  y»u  how 

solves  the  problem.     Her  description  of  "A  Day  in  Asia,"  and  "A  Day  in"Egypt," 

makes  us  all  wish  we  had  been  there.     Awaken  the  interest  of  your  pupils  and  parents. 
Fully  illustrated.    Limp  doth.     Price,  39  cents,  postpaid. 

riALTBY'S  HAP  HODELING  IN  GEOGRAPHY  AND  HIS- 

TORY.  By  Dr.  Albert  E.  Maltby,  Prin.  Slippery  Rock  State  Normal  School,  P«. 
This  book  is  of  the  greatest  value  to  teachers  of  Geography  and  History.  It  is  liter- 
ally crammed  fuU  of  the  most  helpful  suggestions,  methods,  devices.  It  considen 
fully  the  use  of  sand,  clay,  putty,  paper  pulp,  plaster-of-paris,  and  other  materials  ilk 
map  medeKng  ;  also  chalk  modeling.  The  chapters  on  Home  Geography  are  exceed- 
ingly valuable.  Those  who  would  oo-ordinate  Geography  with  Science  teaching 
will  here  find  much  to  assist  them.  The  chapter  on  Nature  Study  will  give  a  great 
deal  of  help.  There  are  over  one  hundred  illustrations,  man,  of  them  being  full-page. 
Handsomely  bound  in  cloth.  Large  size.  329  pages.  Price,  $1.35  ;  to  teachers, 
$i.ee  ;  postage,  10  cents. 

E.  L.  KELLOGG  &  CO.,  6  J  E.  9th  Street,  New  York^ 


Nature  Study  Books* 


PAYNE'S  ONE  HUNDRED  LESSONS  IN  N'.TURE  ABOUT 

MY  SCHOOL.  By  Frank  O.  Payne.  The  best  teachers'  guide  in  Nature  Study. 
The  titles  of  the  chapters  will  indicate  something  of  the  contents  of  the  book; 
Chap.  I — Preliminary  Lessons  in  Observation  ;  Chap.  IL — Lessons  on  Leaves,  Plants, 
and  Fruits;  Chap;  IIL — Lessons  on  Animals;  Chap  IV. — Museum;  Chap.  V.— 
Rainy  Day  Lessons ;  Chap.  VL — Lessons  in  the  School  Yard  ;  Chap  VH. — Walks 
with  the  Children  ;  Chap.  VIIL— Collection  during  Vacation  ;  Chap.  IX. — Devices  and 
Helps  In  Nature  Study,  Book  of  Reference,  &c.  Handsomely  bound  Ir  cloth.  Price, 
$1.00  ;  to  teachers,  80  cents  ;  postage,  10  cents. 

KELLOGQ'S  HOW  TO  TEACH  BOTANY. 

A  manual  of  Methods  and  of  Plans  for  Work  in  Plant-Study.  By  A.  M.  Kellogo. 
Just  published.  Every  teacher  can  make  a  beginning  in  Nature  Study  in  a  successful 
way  by  following  the  guidance  of  this  book.  It  was  made  for  the  busy,  earnrst 
teacher,  who  wants  help  to  make  her  work  the  best  possible.  It  is  fully  illustrated. 
Bound  in  limp  cloth.     Price,  25  cents,  postpaid. 

SHERflAN'S  FLORAL  ALBUfl. 

For  Plant  Analysis,  Description,  and  Drawing.  Arranged  for  beginners  in  pla,it 
study  by  E.  C.  Sherman.  Two  opposite  pages  are  devoted  to  each  plant ;  on  one  ar« 
forms  for  plant  description  and  ♦he  other  is  to  be  used  for  drawings  of  parts  of  the 
plant.  An  analysis  accompanies  the  above-mentioned  pages,  simple  enough  so  that 
it  may  be  used  successfully  by  those  unacquainted  with  technical  botany.  It  is  iUus* 
trated.  It  is  simpler  and  cheaper  than  any  other  plant  analysis.  Price,  IS  ce'*tA> 
Write  for  special  rates  for  introduction. 

WOODHULL'S  MANUAL  OF  HOME-MADE  APPARATUS. 

It  will  be  especially  helpful  from  the  fact  that  it  will  enable  teachers  in  district 
schools  and  teachers  of  intermediate  and  grammar  grades  to  do  successful  work  in 
easy  science.  It  gives  directions  for  making  cheaply  the  apparatus  needed  to  illustrate 
ordinary  principles  of  physics,  chemistry,  and  physiology.  Cloth,  fully  illustrated. 
Price,  50  cents  ;  to  teachers,  40  cents  ;  postage,  5  cents. 

WOODHULL'S  SinPLE  EXPERIHENTS  FOR  THE 

SCHOOL-ROOM.  By  Prof  John  F.  Woodhull,  of  the  New  York  College  for  Tram- 
ing  of  teachers.  It  contains  Experiments  with  Paper,  Wood,  a  Candle,  Kerosene, 
Kindling  Temperature,  Air  as  Agent  in  Combustion,  Products  of  Complete  Combustion, 
Currents  of  Air,  etc. — Ventilation,  Oxygen  of  the  Air,  Chemical  Changes.  In  all  there 
are  91  experiments  described,  illustrated  by  35  engravings.  Price,  50  cents ;  W  ''.••cb- 
trs,  40  cents  ;  by  mail,  5  cents  extra. 


E.L.  KELLOGG  &CO^  6J  E.  9iti  Street,  New  Yoffci 


VALUABLE  TEACHERS'   BOOKS 


AT  LOW  PRICES. 


ReaWng  Circle  OLibrarB  Series. 


men's  Mind  Studies  for  Young  Teachers. 

"       Tempeiament  in  Education. 
Welch's  Talks  on  Psychology. 
Hughes'  Mistakes  in  Teacliing. 

"       Securing  Attention. 
Dewey's  How  to  Teach  Manners. 
VVoodhuU's  Easy  Experiments  in  Science^ 
Calkins'  Ear  and  Voice  Training. 
Browning's  Educational  Theories. 
Autobiography  of  Froebel. 


Bound  in  cloth, 
extra. 


Price  60  cents  each;  to  teachers,  40 cents;  by  maQ,  5  oenti 


Ceacbers*  iprofeesional  3Librarg  Series. 

ReiTihart's  History  of  Education. 

*'         Principles  of  Education. 

"         Civics  of  Education. 
Blackie's  Self-cuUuro. 
Browning's  Aspects  of  Education. 

Limp  cloth.    Price  85  cents  each;  to  teachers,  20  cents;  by  mail,  3  oeota 
extra. 

CTeacbers'  Manual  Series. 


19.  Allen's  Historic  Outlines  of  Edu- 
cation. 

18.  Kellogg's  The  Writing  of  Com- 
positions. 

17.  Lang's  Comenlus. 

16.        "      Basedow. 

15.  Kellogg's  Pestalozzi. 

14.  Carter's  Artificial  Production  of 
Stupidity  in  Schools. 

13.  McMurry's  How  to  Conduct  the 
Recitation. 

12.  Groflf's  School  Hygiene. 

11.  Butler's  Argument  for  Manual 
Training. 

10.  Hoffmann's  Kindergarten  Gifts. 


9.  Quick's  How  to  Train  the  Mem- 
ory. 

8.  Hughes'  How  to  Keep  Order. 

7.  Huntington's  Unconscious  "Tui- 
tion. 

6.  Gladstone's  Object-teaching. 

5.  Fitch's  Improvement  in  the  Art 
of  Teaching. 

4.  Yonce's     Practical     Work     in 
Scnool. 

3.  Sidgwick's     On      Stimulus     in 
School. 

2.  Fitch's  Art  of  Securing  Atteo 
tion. 

1.  Fitch's  Art  of  Questioning. 


Price  15  cents  each;  to  teachers,  12  cents;  by  mail,  1  cent  extra. 
Our  lat^e  descriptive  catalogue  of  valuable  books  on  teaching  free  on  ap- 
plication. 


Xi.  li.  KELLOGG  &  CO.,  New  Tork  and  Chicaeo. 


School  Entertainment  Library^ 

What  difficulties  teachers  have  in  trying  to  provide  suitable 
material  for  school  entertainments  and  how  much  money  they 
spen^  without  very  satisfactory  results.  Here  are  seventeen 
books,  all  new,  made  with  the  needs  of  the  teachers  in  view, 
containing  exercises  of  the  most  attractive  kind  for  every  school 
occasion.  They  give  sufficient  material  for  many  years  at  a  cost 
much  less  than  would  otherwise  be  expended  for  something  that 
cannot  prove  as  satisfactory. 

1.  How  to  Celebrate  Arbor  Day      «       -       -       -       .  $.2^ 

2.  How  to  Celebrate  Washington's  Birthday  -       «       -  .25 

3.  How  to  Celebrate  Thanksgiving  and  Christmas        •  .25 

4.  Spring  and  Summer  School  Celebrations  -       •       •  .25 

5.  New  Year  and  Midwinter  Exercises  •       •       •       •  .25 

6.  Fancy  Drills  and  Marches    --••••  .25 

7.  Christmas  Entertainments   •-••••  ,25 

8.  Authors'  Birthdays.    No.  i  ••-•••  .25 

9.  Authors'  Birthdays.    No.  2  - .25 

ID.  Primary  Recitations      --••--•  .25 

11.  Lincoln  the  Patriot  (Patriotic)     -       -       •       •        •  .15 

12.  At  the  Court  of  King  Winter       •       •       •       -       •  .15 

13.  A  Visit  from  Mother  Goose         .....  .15 

14.  An  Object  Lesson  In  History       -       .       -       •       -  .15 

15.  Banner  Days  of  the  Republic  (Patriotic)    •       -       •  .15 

16.  Mother  Nature's  Festival  (For  Spring)       ...  .15 

17.  Christmas  Star  (Christmas)  ---..-  .15 

We  will  send  the  set  postpaid  for  $3.20  cash  in  advance*  //  wil' 
mlso  be  furnished  on  the  installment  plan.  For  terms  address 
the  publishers. 


E.  L.  KELLOGG  &  CO.,  6J  E.  9tlx  Street,  New  Yorfc 


Teachers^  Manual  Library* 

T^is  consists  of  twenty  Jive  little  books,  each  an  educational 
gem.  It  contains  some  of  the  best  short  books  ever  -written  on  edu- 
cation. You  can  carry  one  with  you  atid  read  in  odd  7ninutes, 
Bound  in  strong  mattila,  uniform  in  size  and  style.  Price,  15c.  ea, 

1.  Fitch's  Art  of  Questioning 

2.  Fitch's  Art  of  Securing  Attention 

3.  Sidgwick's  Stimulus  in  School 

4.  Yonge  s  Practical  Work  in  School 

5.  Fitch's  Improvement  in  the  Art  of  Teaching 

6.  Gladstone's  Object  Teaching 

7.  Huntington's  Unconscious  Tuition 

8.  Hughes's  How  to  Keep  Order 

9.  Quick's  How  to  Train  the  Memory 

10.  Hoffman's  Kindergarten  Gifts 

11.  Butler's  Argument  for  Manual  Training 

12.  Groffs  School  Hygiene 

13.  How  to  Conduct  the  Recitation 

14.  Carter's  Artificial  Production  of  Stupidity  in  School 

15.  Kellogg's  Life  of  Pestalozzi 

16.  Lang's  Basedow:  his  Life  and  Educational  Work 

17.  Lang's  Comenius  :  his  Life  and  Educational  Work 

18.  Kellogg's  The  Writing  of  Compositions 

19.  Allen's  Historic  Outlines  of  Education 

20.  Phelps's  Life  of  David  P.  Page 

21.  Lang's  Rousseau  and  his  Emile 

22.  Lang's  Horace  Mann :  his  Life  and  Educational  Work 

23.  Rooper's  The  Child:  his  Studies  and  Occupations 

24.  Rooper's  Drawing  in  Infant  Schools 

25.  Dewey's  Educational  Creed 

Ve  will  send  the  set  postpaid  for  $3.40  cash  in  advance.  //  wili 
also  be  furnished  on  the  installment  plan.  For  terms  of  pay- 
ment address  the  publishers. 


E.  L.  KELLOGG  &  CO.,  6J  E.  9tK  Street,  New  York, 


THE,  TE.ACHE.RS'  INSTITUTE. 

The  Teachers'  .Magazine.     Monthly,  §1  a  Year. 

Givex  wonderfnl  valne  for  one  dollsr  h  yenr.    Each  nnmhpT  has  64  large  pager 

o»  1!  ,„,i,o^     It  contains  the  r— •■    ■'     •'  ♦' -  fjl  schools  told  by 

:  nave  nsed  them.     '  .r  it— no  clippings 

!ii»r.  All  departme;  School  Enfertain- 

ire  famous     The  111  atnre.    Every  imK«- 

_th  them.  Ihe  new  cuvcrs  in  colors  arc  a  great  attraction.  Thk 
!iaK  nearly  4(),(i(iO  regnlar  subscribers,  leading  all  other  educational 
'<•  ind!<-atinn  of  its  splendid  valne. 

;,ri......,._  „re  as  loll«>"  -  •    <  '■   "■   ■>•  — rnt,  Writing,  Read- 
mit hmetic,  N  ving,  Geography, 
rals  and  M.                                                  Physical  t  nltnre, 
■     '                                        uination  Qii.                                              i  i.sk  Work,  Recita- 
iions,  mi'.io^'.-,  >iifi  lai  Uay  Exercises,  L  urrent  Kvi-iit>,  .■tc. 

THE  SCHOOL  JOURNAL 

Weekly,  at  98.O0  a  Vcar. 

Thr.  Fir-t  Kr!"ffttional  Weekly.    Established  1870.    Fifty  nnmbers  are  published 

'  '     '  '    ""  ■  --a  volume  of  about   IfitiO  large  pages,  9  x  i;i  inches,  equal  to  :V 

1  at$l.«ieach.    Many  special  issues  are  published  during  the 

J  :  i.se  are:  Twelve  "School  Board"  Numbers,  26  to  54  pp.  each  ;  Ten 

Numbers;  Ten  "  Educational  Review  "  Nnnibtrs ;  A  Superb  "Annual 

Number,  im   pp.;    A  "Christmas"  Number   of  72  pp.;   A  "Private 

iiber  or  fyi  pp. 

^  Mr,.  I,   „,,.^f  important  feature.    During  the  past  year  nearly  70(1 

hed.    The  JOVRNAL  discusses  such  subjects  as  Courses 

on  and  Training  of  Teachers,  Child  .Study,  Pedagogy. 

!on  of  Pupils.  Government  Manual.  Training,  Correlation 

Moil,    I  Diversity    Extension,   the   Teaching   of    Patriotism,    Mnsic, 

,)r  .  Nature   Stndv,  Ethics,  Pupils'  Reading.  Vertical   Writing,  Summer 

^'  '  !  '    Teacher's  Profession. 

THE.  PRIMARY  SCHOOL 

.Monthly,  !*1  a  Year. 

Crowded  with  the  best  primary  methods.  The  oldest,  the  most  help-giving 
the  most  carefully  edited  and  beautifully  illustrated  primary  paper.  Tells  what 
to  .!u  aivi  !  w  ...  do  it.  Nature  Study,  Reading,  Language,  Seat  Work,  Busy 
^'"-'■.    N  Hand  Work— all    subjects— the   best    methods    in    each.    The 

"  "  •  ■  :  !l     ,  -  "  page  is  famous.     The  "Child  World"  supplement  gives  best 

sanjlL;i.ci;t.irj  i.;uiing.  The  "Pieces  to  Speak  "  are  very  bright.  The  illustra- 
tions are  very  numerous  and  add  greatly  to  its  value  and  good  looks.  Every 
phase  of  the  first  four  years'  work  receives  help  thru  its  columns. 

E  DUC  ATION  AL  FOUNDATIONS 

Monthly,  ijil  a  Year 

is  the  title  of  a  monthly  magazine  devoted  to  furnishing  a  course  of  reading  for 

tfOrlxrs     Its  lindiiit:  riei>.;rtnientB  are:  History  of  Education,  School  Manage 
lish  Literature.  American  Progress  1800-1902. 
i  by  a  specialist  in  bis  tubject.    One  of  the  best  of 
:  if'te  in  a  special  number  each  year  and  sent  free 

..es  the  best  possible  course  for  teachers'  meetings, 

<\   for  individual    study.    Hundreds   of   teachers'  clubs  meet 
rhoo)  year  to  read  it  together. 
r^  contain  nearly  900  pages,  equal  to  three  large  books  that 
won  111  sell  tor  ••si.rKJeach. 

OUR  TIMES 

Fifty  CentH  a  Year. 

Thp  pioneer  !<emi-mpnthly  news-maganne  of  the  important  events,  discover 
ir.R,  p- -     '■  -    -  >-      '  -  -  >  >  .„,      _  .  -  .'  •,  paper  i.s  to  give:   1.  A 

"!'■'"■,  I  vents  of  the  Month.    2. 

Geographical  Material 
,.        these  and  other  kindred 


1 


■er  contains  32  pages,  in  magazine  form,  nicely  illastrated  with 
ps,  and  pictures  of  leading  inveDtions. 

r\r,C,  X.  m  Largest  Educational         K\  C    tuu  Cl     kl    v 


,....^dad  oJJiiiiUllNltltlAlHMtNl  LIBR&RY' 

What  difficulties  teachers  have  in  trying  to  provide  suitable  in  i'   f 
for  school  entertainments  and  how  much  money  they  stx-ml 
very  satisfactory  results.    Here  are  thirty  five   books,  ■ 
with  the   needs   of   the   teachers  in  \iew,  containing  c 
most  attractive   kiml  for  every  school  occasion.    They  «: 
material  for  many  years  at  a  cost  much  less  than  would  other' 
expended  for  something  that  cannot  prove  as  satisfactory. 

RE,CEPTION  DAY  SERIE,S 

Six  nos.    160  pp.  each,  20c.;  set  postpaid,  $1.00. 

1 .  How  to  Celebrate  Arbor  Day,  -  -  -  - 

2.  How  to  Celebrate  Washington's  Birthday, 

•5.  How  to  Celebrate  Thanksgiving  and 'Christmas,- 

4.  Spring  and  Summer  School  Celebrations, 

y.  New  Year  and  Midwinter  Exercises,      -  -  - 

0.  Fancy  Drills  and  Marches, 

7.  Christmas  Entertainments,        -      .  -  - 

8.  Authors'  Birthdays.     No.  1 ,      - 

9.  Authors' Birthdays.'   No.  2, 
1  o.  F^rimary  Recitations, 

1 1 .  Patriotic  Quotations,     - 

12.  Lincoln  the  Patriot    (Patriotic). 
I  3.     At  the  Court  of  King  Winter    (For  Christmas), 

14.  A  Visit  from  Mother  ( ioose    (Fpr  Cnnstmas)  - 

15.  An  Object  Lesson  in  History, 
10.  Banner  Days  of  the  Republic    (Patriotic), 
1 7.  Mother  Nature's  Festival    (For  Spring), 
iS.  Christmas  Star    (For  Christmas), 

19.  Primary  Fancy  Drills,     -  -  -  -  - 

20.  New  Year's  Reception,  ...  - 

2 1 .  Work  Conquers    (Closing  Exercise) 

22.  A  Fancy  Scarf  Drill,      .  -  -  -  - 
25.  A  Noble  Spy    (A  Play  for  Boys.    Six  acts),     - 

24.  Mother  Goose  Festival    (Musical  Entertainment), 

25.  Little  Red  Riding-Hood    (Musical  Play), 
20.     A  Christmas  Meeting,   -  -  - 

27.  Arbor  Day  in  the  Primary  Room, 

28.  Uncle  Sam's  Examination,        .  -  -  - 
20.  Crowning  of  Rora,       -            .            -            -  - 
;o.  A  Bird  Play,      ------ 

;  I .  Farmers'  School  and  The  Visit, 

;2.  Shakespeare's  King  Richard  III.   (For  Schools) , 

I'?.  Six  J(iUji5i£al  Entertamments,      .  -  -  - 

;4,..  Home^SniMBRiAiKiTs  Queen,      - 

One  l>oUa»jBaali.fti^jigS^ttonthiy  payments  of  One  Dollar  each  1 
-ures  this  complete  set  cteuverfen  at  once.    Cash  price,  $6.00  postpaid 

'»*A  new  cataloar  descritaini?  70i)  of  the  latest  ami  best  bo"i-«  for 
ertainraents  sent  free  on  application.  Uooks  carefully  claf 
scribed.    With  this  catalog  you  can  buy  about  as  satisfaetc 
looked  over  our  large  stocK  in  person.    Address 

E.  L.  KELLOGG  St  CO.,»fiI:l;^!:^rK'*61E.9th 


riLJj 


*\  #  '- 


9'N'- 


rpiNpgg  I    


I      Manuf  octvir*d  by     < 
J  GAYLORO  BROS.  <nc  U 


rG~Att: 


A     000  238  261     2 


